To address the imbalance between the supply and demand of “civil engineering + digital” interdisciplinary talents under the background of the digital transformation of the construction industry, and to reveal the internal connection between performance expectancy and digital technology learning performance of students in construction colleges, this study systematically explores the dimensional composition of performance expectancy and its influence path on digital technology learning performance based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Digital Natives Theory, through methods such as literature research, in-depth interviews, questionnaire surveys, and structural equation modeling. The study identifies three core dimensions of performance expectancy: Perceived Usefulness for Career, Academic Perceived Enhancement, and Relative Advantage, and verifies the mediating effect of behavioral intention between performance expectancy and digital technology learning performance. The constructed theoretical model of “performance expectancy - learning intention - learning performance” explains the driving mechanism of digital technology learning performance of students in construction colleges, providing theoretical support and practical tools for the government to formulate talent incentive policies and for construction colleges to optimize talent training programs.